... 36, Issue 3, (2011), p.214-215 DOI 10.3109/17477166.2011.596272 Publisher Informa Healthcare ... more ... 36, Issue 3, (2011), p.214-215 DOI 10.3109/17477166.2011.596272 Publisher Informa Healthcare Date 2011 Author/Creator Cologon, Kathy Description Book review of Education of Students with an Intellectual Disability: Research and Practice. P. Foreman. ...
This research evaluated the effectiveness of reading instruction targeting oral reading and phono... more This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.
Description Chapter 1: Introduction--Chapter 2: Research on phonological awareness development in... more Description Chapter 1: Introduction--Chapter 2: Research on phonological awareness development in individuals who have Down syndrome--Chapter 3: Oral language and reading comprehension--Chapter 4: Method--Chapter 5: Results of the phonological ...
Abstract It has been shown that child participation can have positive results in the rescue, reli... more Abstract It has been shown that child participation can have positive results in the rescue, relief and rehabilitation phases of a disaster. Currently child participation is achieving increased attention as a component of disaster risk reduction (DRR). This paper examines ...
Abstract Commercial phonics programmes (eg Jolly Phonics and Letterland) are becoming widely used... more Abstract Commercial phonics programmes (eg Jolly Phonics and Letterland) are becoming widely used in the early years of school. These programmes claim to use a systematic explicit approach, considered as the preferred method of phonics instruction for teaching ...
FEATURED RESOURCES This guidebook was designed to fill some gaps in the current approach to Disas... more FEATURED RESOURCES This guidebook was designed to fill some gaps in the current approach to Disaster Risk Reduction (DRR) and young children. The focus is on the social variables and community level activities associated with DRR for young children. DRR refers to the ...
This research evaluated the effectiveness of reading instruction targeting oral reading and phono... more This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.
International Journal of Inclusive Education, Jan 1, 2011
This study explores reflections of a group of postgraduate early childhood students in relation t... more This study explores reflections of a group of postgraduate early childhood students in relation to their self‐reported attitudes towards inclusive education. Participant self‐reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the Concerns about Inclusive Education Scale (CIES). Data were collected at the commencement and conclusion of a university unit focused on difference and disability. Within this unit, participants undertook individual self‐directed projects in which they identified, researched and provided recommendations to address issues of particular concern to them in relation to inclusive early childhood education. Participants’ written reflections were also examined in the context of the quantitative data in order to provide greater insight into the changing attitudes of pre‐service early childhood teachers over the course of one university semester. The findings of this provide some evidence to suggest that engaging in self‐reflection on attitudes and beliefs, along with developing practical skills for educating children of diverse abilities, may lead to more positive views of inclusive education. Furthermore, the importance of developing confidence in the ability to teach all children is highlighted through the student comments and responses to the ATIES and CIES.
... 36, Issue 3, (2011), p.214-215 DOI 10.3109/17477166.2011.596272 Publisher Informa Healthcare ... more ... 36, Issue 3, (2011), p.214-215 DOI 10.3109/17477166.2011.596272 Publisher Informa Healthcare Date 2011 Author/Creator Cologon, Kathy Description Book review of Education of Students with an Intellectual Disability: Research and Practice. P. Foreman. ...
This research evaluated the effectiveness of reading instruction targeting oral reading and phono... more This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.
Description Chapter 1: Introduction--Chapter 2: Research on phonological awareness development in... more Description Chapter 1: Introduction--Chapter 2: Research on phonological awareness development in individuals who have Down syndrome--Chapter 3: Oral language and reading comprehension--Chapter 4: Method--Chapter 5: Results of the phonological ...
Abstract It has been shown that child participation can have positive results in the rescue, reli... more Abstract It has been shown that child participation can have positive results in the rescue, relief and rehabilitation phases of a disaster. Currently child participation is achieving increased attention as a component of disaster risk reduction (DRR). This paper examines ...
Abstract Commercial phonics programmes (eg Jolly Phonics and Letterland) are becoming widely used... more Abstract Commercial phonics programmes (eg Jolly Phonics and Letterland) are becoming widely used in the early years of school. These programmes claim to use a systematic explicit approach, considered as the preferred method of phonics instruction for teaching ...
FEATURED RESOURCES This guidebook was designed to fill some gaps in the current approach to Disas... more FEATURED RESOURCES This guidebook was designed to fill some gaps in the current approach to Disaster Risk Reduction (DRR) and young children. The focus is on the social variables and community level activities associated with DRR for young children. DRR refers to the ...
This research evaluated the effectiveness of reading instruction targeting oral reading and phono... more This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.
International Journal of Inclusive Education, Jan 1, 2011
This study explores reflections of a group of postgraduate early childhood students in relation t... more This study explores reflections of a group of postgraduate early childhood students in relation to their self‐reported attitudes towards inclusive education. Participant self‐reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the Concerns about Inclusive Education Scale (CIES). Data were collected at the commencement and conclusion of a university unit focused on difference and disability. Within this unit, participants undertook individual self‐directed projects in which they identified, researched and provided recommendations to address issues of particular concern to them in relation to inclusive early childhood education. Participants’ written reflections were also examined in the context of the quantitative data in order to provide greater insight into the changing attitudes of pre‐service early childhood teachers over the course of one university semester. The findings of this provide some evidence to suggest that engaging in self‐reflection on attitudes and beliefs, along with developing practical skills for educating children of diverse abilities, may lead to more positive views of inclusive education. Furthermore, the importance of developing confidence in the ability to teach all children is highlighted through the student comments and responses to the ATIES and CIES.
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Papers by Kathy Cologon